3 Our School Mission Statement At Brooklands Primary School everyone is valued. We work together to educate each child by developing curiosity and enthusiasm for learning through a lively, challenging and innovative curriculum. We provide a safe and caring environment helping children to develop positive attitudes and values for themselves and others By July 2016 all teaching will be at least good across the school and 70% outstanding. Our School Improvement Plan is devised on the basis of detailed self evaluation and a real desire for our mission statement to be maintained. 3

4 Brooklands Primary School Overview (4 terms) The success criteria relate to 2016 outcomes, this is due to this updated plan only being written 3 months before the end of the academic year. The success criteria will be reviewed and amended at the end of the Summer Term 2015 to reflect progress against targets and a greater understanding of the school. Interim 2015 targets are detailed within individual priorities. How will Governors know this has Priority Success Criteria by July 2016 To further improve the quality of teaching across the school, initial focus on Mindsets training and Dyslexia Friendly training All teaching is at least good and 70% is outstanding, based on teaching, pupil tracking and book scrutiny. been achieved? Termly report in headteacher report to governing body. To embed the new computing curriculum across the school. To further develop the teaching of English across the school. -Lesson observations indicate that Dyslexia Friendly principles are being used resulting in all pupils making at least expected progress and an increasing proportion making more than expected progress. -Work samples indicate that children are working at age related expectations. -100% of observed Computing lessons are at least good -90% of pupils are at age related expectations in Computing -Planning indicates that coverage is in line with the new National Curriculum -90% of pupils achieve the pass mark in the 2016 KS1 Phonics Check -100% of pupils in Year 2 pass the phonics re-check -60% of pupils achieve Level 2A+ (or equivalent) in 2016 KS 1 writing assessments -30% of pupils achieve Level 3 (or equivalent) in 2016 KS 1 writing assessments -At least 35% of 2b pupils make 3 levels of progress (or equivalent) over Key Stage2 in writing -The gap between boys and girls attainment in writing is closed -To increase the proportion of children reaching age related expectations in GPS to 96% whilst maintaining the high proportion that achieve above age related expectations Termly report in headteacher report to governing body Data submission to relevant Governing Body committee. 4

6 Link to SEF - TEACHING AND ACHIEVEMENT SCHOOL TARGET 1 To further improve the quality of teaching and learning across the school OFSTED ACTION PLAN PRIORITY No (Dyslexia Friendly yes) START: April 2015 FINISH: July 2015 TO BE LED BY SLT PSHE Leader WHY THIS NEEDS TO BE ADDRESSED. Teaching continues to be of a high quality, as evidenced by lesson observations and pupil outcomes. The focus of this target is to develop the children s ability to discuss and debate in class, promoting even greater engagement in lessons. Children will also be given opportunities to consider their preferred learning style and present work in a variety of formats in order to accelerate progress. The Dyslexia Friendly training will ensure that all children make expected progress and an increasing proportion make better than expected progress. Overall Success Criteria 2015 July 2015 Attainment: FS targets - Good Level of Development 85% KS 1 targets - Level 2+ Reading 94%, Writing 92%, Maths 97% Level 2b+ Reading 84%, Writing 78%, Maths 87% Level 3 Reading 44%, Writing 20%, Maths 33% KS 2 targets - Level 4+ Reading 100%, Writing 100%, Maths 99%, L4 Combined 99% Level 5 Reading 67%, Writing 51%, Maths 66%, L5 Combined 51% criteria- All teaching is at least good and 70% is outstanding. Lesson observations indicate that Dyslexia Friendly principles are being used resulting in all pupils making at least expected progress and an increasing proportion making more than expected progress. 6

7 WHAT NEEDS TO BE DONE Mindsets training analysis of impact: Pupil Interviews Pupil interviews to identify children s understanding of learning styles and how this has impacted on their learning. To probe the children s understanding of respecting the views of others. Date: Summer Term 1 Responsible- PSHE Lead with Junior Inspectors Lesson Observations Lesson observations in Summer Term indicate that children are being challenged and are involved in high quality group discussion. Date: Summer 1/2 Responsible- Headteacher/Deputy Headteacher Book Scrutiny Book Scrutiny indicates increased challenge for all pupils with more pupils demonstrating understanding above age related expectations Date: Summer 1 Responsible- SLT Pupil Data Pupil Progress data analysed to demonstrate that progress and attainment across the school has increased. Date: Summer 1 Responsible- DHT Summer RAG evaluation SUCCESS CRITERIA July 2015 Children are able to clearly explain their preferred learning style and how this has helped them with their learning. Lesson observations coupled with book scrutiny and tracking data indicates that all teaching is at least good and at least 50% is outstanding. Book Scrutiny indicates increased expectations and pupil outcomes. Book Scrutiny indicates all teaching at least good and 50% outstanding. Average National Curriculum points progress across the school is at least 3.5 in each year. MONITORING PSHE Lead HT/DHT to feedback outcomes to full Governing Body. SLT to feedback to governing body Pupil Progress data to be shared with governing body Autumn Term 2015 by Key Stage Leaders 7

8 WHAT NEEDS TO BE DONE Dyslexia Friendly Status Lesson observations Dyslexia Friendly practice will be reviewed as part of lesson observations in Summer Term Evidence in observations of development of resource packs. Responsible- Head/Deputy Date: Summer 1/2 Policies -Policies due for refresh during Summer Term 2015 are in line with Dyslexia Friendly principles. -KL to provide training to governing body on DF principles. Responsible- All Subject Leads Date: Summer Term Communication analysis To monitor parental awareness of DFS initiative. Website updated with DFS information. Responsible- Deputy Head Date: Summer Term Summer RAG evaluation SUCCESS CRITERIA- July 2015 All staff have completed new training and this is evidenced in classroom practice. All lessons at least good and 50% outstanding. All policies due for refresh demonstrate Dyslexia Friendly principles. Parents are aware of DFS initiative as demonstrated through discussions at Parent/Teacher meetings. MONITORING Lesson observation outcomes to be shared with governing body. Governing Body will ensure that policies are following DF principles. Deputy Head to feedback to HT outcomes of conversations. HT to check website. 8

9 Link to SEF TEACHING AND ACHIEVEMENT SCHOOL TARGET 2 To embed the new computing curriculum across the school OFSTED ACTION PLAN PRIORITY - No WHY THIS NEEDS TO BE ADDRESSED. To ensure that the school meets the requirements of the new Computing Curriculum Overall Success Criteria Work samples indicate that children are working at age related expectations. -100% of observed Computing lessons are at least good -Planning indicates that coverage is in line with the new National Curriculum BUDGET IMPLICATIONS: Wave 2 Computing budget- xxx Supply costs for lesson observations and monitoring of planning START: April 2015 FINISH: July 2015 TO BE LED BY H Dean WHAT NEEDS TO BE DONE Planning Monitor planning and work to check for key skills and progression. Date: Responsible: Computing Lead Date: Summer Term 2 Lesson observations Lesson observations to monitor impact of new curriculum. Responsible: Computing Lead Date: Summer Term 2 Hardware To identify Wave 2 of hardware purchases. Responsible: Computing Lead Summer 2015-RAG evaluation SUCCESS CRITERIA- July 2015 Planning indicates appropriate coverage of new Computing Curriculum. Clear evidence of progression across the school. Lesson observations indicate teaching and outcomes as at least good across the school. Wave 2 hardware purchase ensures that the Computing curriculum MONITORING Computing Lead to provide report highlighting outcomes. Computing Lead to provide report highlighting outcomes ICT Lead expenditure plan agreed with Wave 2 purchases. 9

10 Date: Summer Term 1 can be effectively delivered across the school. 10

11 Link to SEF TEACHING AND ACHIEVEMENT SCHOOL TARGET 3 To further develop the teaching of writing across the school and Phonics across Foundation Stage and Key Stage 1 START: April 2015 FINISH: July 2015 TO BE LED BY Literacy Lead Headteacher OFSTED ACTION PLAN PRIORITY - No WHY THIS NEEDS TO BE ADDRESSED. Although standards in Reading and Writing are above national average at the end of Key Stage 2, outcomes in the Phonics Check at Key Stage 1 and KS 1 writing at 2a+ and Level 3can be further improved. Overall Success Criteria By July 2016: -90% of pupils achieve the pass mark in the 2016 KS1 Phonics Check -100% of pupils in Year 2 pass the phonics re-check -55% of pupils achieve Level 2A+ (or equivalent) in 2016 KS 1 writing assessments -30% of pupils achieve Level 3 (or equivalent) in 2016 KS 1 writing assessments -The gap between boys and girls attainment in writing is closed -To increase the proportion of children reaching age related expectations in GPS to 96% whilst maintaining the high proportion that achieve above age related expectations BUDGET IMPLICATIONS: Phonics scheme and Home/School work books WHAT NEEDS TO BE DONE To further develop the teaching of Phonics across the school -New phonics scheme purchased and training provided - Y2 intervention to take place three times a week for each child who did not achieve the pass mark in Termly Phonics progress meeting to be undertaken Responsible: Phonics Lead and KS 1 Lead Date: Summer 1 and 2 Summer 2015 RAG evaluation SUCCESS CRITERIA- July 2015 MONITORING Interim success criteria 82% of Year 1 pupils achieve the pass mark in June 2015 Interim success criteria 100% of non-sen Year 2 pupils pass the phonics re-check KS 1 Lead and Phonics Lead to provide summary of impact of re-check intervention on outcomes. EYFS Lead to update SMT re phonic tracking, groups and resources. KS 1 Lead and Phonics Lead to provide summary of 2015 Year 1 outcomes and identified issues. 11

12 To further develop Writing standards across the school -Termly writing moderation across the school -To develop the use of Literacy Shed as a writing stimulus Staff Meeting Summer Term -To implement the use of Alan Peat sentence types to improve the style and quality of writing across the school Staff Meeting Summer Term -To analyse writing to determine why girls are writing more effectively than boys. Responsible: Headteacher and Literacy Leads Dates: Staff Meetings Summer Term Moderation Meetings- Summer Term To further develop Key Stage 2 Grammar, Punctuation and Spelling -To review the support systems put in place for KS 2 pupils not making sufficient progress. -To informally observe grammar sessions to identify strengths and areas for development. Dates: Summer 1 and 2 Responsible: Literacy Lead Interim success criteria -52% of pupils achieve Level 2A+ in KS 1 -Interim success criteria -20% of pupils achieve Level 3 in KS1 -At least 30% of 2b pupils make more than expected progress over Key Stage 2-92% of Year 6 pupils achieve Level 4 in 2015, at least 80% of pupils achieve Level 5. Outcomes in 2015 are shared with the governing body in early Sept Outcomes in 2015 are shared with the governing body in early Sept 2015 Strengths and areas for development shared with Key Stage 2 team. 12

Regina Coeli Catholic Primary School Mathematics Action Plan 2013-14 MATHEMATICS ACTION PLAN Ensure improved and consistent progress for all pupils of all ages and abilities across the school with particular

Action October 2015 Review October 2017 St Werburgh s and St Columba s Catholic Primary School Assessment, Recording and Reporting Policy The love of Jesus Christ is at the heart of all we do. We provide

Marshfield CE VC Primary School Learning Together, Inspiring Each Other, Achieving Our Best Assessment Policy At Marshfield Primary School we believe that in order for children to be successful learners

Assessment Policy for Pyrgo Priory Primary School In our policy, the term assessment is based on the Black & William definition: the term assessment refers to all those activities undertaken by teachers

Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 You will be responsible to the Headteacher to provide professional leadership in the subject which

From September 2014 the primary school curriculum has had a radical shake-up. The main aim is to raise standards The Government believe that it has been designed to produce productive, creative and well

St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using

Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

Working Together at the Downley School Progress and Achievement Attainment and Progress the difference explained The National Curriculum is a statutory document that we must adhere to. Children s progress

Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excel

Hallsville Primary Assessment policy 2013-14 1 Hallsville Primary Assessment Policy Rational Assessment forms the basis of good practice in Teaching and Learning. It informs the teacher of where the children

Fluency in English Policy 2016-2017 Write to be understood, speak to be heard, read to grow! Lawrence Clark Powell RATIONALE: The fundamental aim for English in the 2014 national curriculum is to promote

Assessment and the new curriculum Parents information evening 2 Brief update New national curriculum in all maintained primary and secondary schools since September 2014 All schools have the same assessment

A Canonbury Guide to the New Curriculum: Assessment 2015-16 What is a national curriculum? A national curriculum sets out the body of knowledge, skills and understanding that a society wishes to pass on

DUNMORE PRIMARY SCHOOL Assessment Without Levels Types of assessment Formative Assessment The daily use of assessment to inform teaching and personalise learning. Summative Assessment The use of teacher

CLAYTON VILLAGE PRIMARY SCHOOL Job Description for a Class Teacher (Full Time/Fixed Term Contract) Area of Responsibility: To be agreed Purpose of the job: To teach pupils in the Primary Age range To support

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first point of contact in the Head Teacher s absence. You are

Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting

Teaching and Learning Policy School aims and objectives for learning The school s core purpose is to ensure a high quality learning experience for all pupils and the quality of teaching is the most important

At Mattishall Primary, Children s progress is closely monitored so that we can provide the best possible opportunities and highest levels of support for all children. All assessment activities are undertaken

FACT FILE 03/12 LINK GOVERNORS What are link governors? One of the key roles and responsibilities for the governing body is to monitor the progress and performance of the school. Many governors hold positions

Assessment in the New Curriculum Meeting for Parents March 9th 2015 The New Primary Curriculum In July 2014, the DfE launched the new Primary National Curriculum. The curriculum was revised for two main

University of Roehampton Quality Assurance of School Partnership Training & Delivery Policy adopted 26 th February 2015 Review date 26 th February 2016 Aim: The University of Roehampton will be relentless

Achievement Review and Target Setting Report 2015 School Date of visit from to Present Actions What? By Whom? By when? Safeguarding o Are you confident that your school meets the statutory requirements

Wessex Gardens Primary School Job Description: Class Teacher with TLR 2b (Early Years Foundation Stage Phase Leader) You will be responsible to the Headteacher to provide professional leadership in the

2016 EYFS KS5 Performance Update as at 14/09/2016 EYFS (Year R, Age 5): 2016 was going to be the final year that the Early Years Foundation Stage Profile was completed by schools following its revision

Assessing Without Levels at Belmont Primary School Thursday 12 th November 2015 Mrs Aucott In September 2014 a new National Curriculum was introduced to schools. From September the Government made a huge

Result / 2015 Target WHOLE SCHOOL CURRICULUM TARGET - 2015 NUMERACY We are ensuring that activities and tasks are constantly challenging pupils thinking and understanding. We are increasing the opportunities

The Sacred Heart Language College Self Evaluation Summary for Parents 2013-2014 To ensure we maintain excellence as a school community we regularly review our work. We believe that good is not good enough

Haig School Literacy Policy 1. AIMS We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use,

The John Fisher School Assessment, Recording and Reporting Policy Responsible: Governors Curriculum Committee Date Revised: 2012 Review: Annual Rationale The Assessment Policy at John Fisher is designed

This is a time of change We have worked hard to introduce an assessment system for the start of this academic year. This is new to all our staff, so please bear with us as we progress through the year.

1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

Sheepscombe Primary School School Development The New National Curriculum Life without Levels December 2015 Aims of the evening: School Development our Moving on Plan New National Curriculum introduction

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

Christ the King Primary School Pupil Attainment and National Curriculum Changes a guide for parents 2015 Changes in the National Curriculum In 2013 the government announced plans to overhaul the National

LEAFLET TO EXPLAIN CHANGES TO ASSESSMENTS IN ST WERBURGH S AND ST COLUMBA S CATHOLIC PRIMARY SCHOOL Changes to Assessment in 2015 Pupils from Year 1 to 6 now follow the new National Curriculum. The new

WROTHAM SCHOOL CURRICULLUM AND ASSESSMENT POLICY This policy was adopted by the Governors Curriculum Committee Date: September 201 (PENDING) To be reviewed on an annual basis September 201 1 of Wrotham

New Curriculum, Assessment and Reports Parent Information Session June 2016 Content End of EYFS Assessments Changes to Curriculum across the school Changes to Key Stage 1 & 2 assessment and reporting arrangements.

Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

What is good progress for children and young people with Special Educational Needs in English and Maths Interim Advice Autumn Term 2008 Page 2 What is good progress for children and young people with Special

Streatham Wells Primary School Mathematics Policy Mission Statement We believe that children will be most successful at Mathematics when they enjoy what they are doing, when they are motivated to achieve

The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

AWL (Assessment without Levels) Mr Robinson Deputy Headteacher Aims of the session The Government rationale behind the changes The implications on Thornhill increased expectations The decisions we have

Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

The New Primary 2014 Information For Parents Autumn 2014 Our School Prayer This is our School. Let peace be found here. Let the rooms be full of happiness. Let love abide here; Love for one another, love

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

Deeping St James Community Primary School MISSION STATEMENT Phonics Policy We aim to provide children with the necessary skills to communicate creatively and imaginatively, therefore enabling them to succeed

Thameside Primary School Marking and Feedback Policy 2013 We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education. Article 29 (Goals of education):

SEN Information Report Children at Christ Church School are all closely monitored. The school has policies in place to ensure the graduated response to the identification and assessment of children falling

Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

Clearly focussed learning intentions and success criteria Positive classroom climate based on trust and high expectations Marking Policy Quality Teaching To ensure the pupils at Dene House primary school

Version 2 (Oct 2010) Management Information Support Team & Learning 5-11 Contents Self Improvement Cycle 4 Managing Data Effectively 5 How well are we doing? 10 How well should we be doing? 11 What more

Knowing Your School A series of briefing notes for school governors from the National Governors Association produced in association with partners RAISEonline for Governors of Primary Schools Briefing note

Assessment Without Levels From September 2014, the Government made a huge change in the way that children in schools were to be assessed, tying in with the New National Curriculum that started to be used

Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Context of School Pakeman Primary School is a one and a half form entry school in Islington. We have a Nursery and provide extended provision from

qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn

LUDLOW JUNIOR SCHOOL SEF CONTEXT OF THE SCHOOL (No more than one page include SIGNIFICANT contextualisation as well as improvements since 2012 inspection). Large Junior School 5 form entry, mixed area,

Education Division Strategy EO1: A Good School For All Tina Page Principal Officer School Improvement September 2014 March 2016 Last updated: October 2014 Underpinning principles: EDUCATION AIMS making